專題導向學習對國小學生批判思考的影響以健康飲食生活課程為例

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專題導向學習對國小學生批判思考的影響以健康飲食生活課程為例
著者: 陳承謙; Chen, Cheng-cian
黃意雯; I-wen Huang; 數位學習科技學系碩士班
主題: 營養教育; 專題導向學習; 問題導向學習; 批判思考; PBL; project-based learning; problem-based learning; nutrition education; critical thinking
描述: 本研究目的在設計一個以健康飲食生活為主題的專題導向學習(PBL)課程，並進行教學實驗，藉以探討PBL教學策略對學生批判思考能力、意向與知識學習成效的影響及學習滿意度。本實驗以國小六年級6個班級共184名學生為實驗對象，進行為期十六週的教學實驗，依學業成績分低中高三組，本研究採量化為主，質性為輔的研究方式，採用「批判思考能力測驗」、「批判思考意向量表」、「知識學習成效測驗」為評量項目進行前後測，將所得資料以SPSS電腦軟體進行描述統計，進行T檢定及變異數分析；在教學後讓學生進行「學習滿意度量表」的填寫，並配合上課討論紀錄及訪談紀錄進行質性分析，本研究的結果如下：1.PBL對學生的批判思考能力、意向及學習成效均有顯著的提升。2.PBL對不同學業成就組別的學生在批判思考能力的成效有顯著差異(高學業成就組顯著優於中學業成就組)。3.PBL對不同學業成就組別的學生在批判思考意向的成效上無顯著差異。4.PBL對不同學業成就組別的學生在知識學習成效上無顯著差異。5.學生對PBL的學習滿意度抱持正向、肯定的態度。研究者根據研究結果提出幾項建議作為實施營養教育、以PBL提升批判思考教學及未來PBL相關研究之參考：(一) 對營養教育的建議：1.運用午餐時間進行機會教育、2.加強親師生三方面合作。(二) 以PBL提升批判思考教學的建議：1.增加教學時間、2.採用協同教學方式進行、3.重視回饋。(三)對未來PBL相關研究的建議：1.設置對照組、2.探討PBL的長期保留效果、3.探討有無PBL學習經驗對批判思考呈現情形是否有差異。
The aims of the research were to design a project-based learning (PBL) curriculum of healthy eating for life and to conduct teaching experiments to study how PBL teaching strategies affect students’ critical thinking abilities, critical thinking dispositions, learning effectiveness and learning satisfaction. The subject of the 16-week experiments was 184 sixth graders in an elementary school, and was put into three groups according to their study achievements. This research is basically a quantitative one assisted by qualitative data. The researcher adopted the “Critical Thinking Test-Level I,” “Critical Thinking Disposition Scales,” and “Learning Effectiveness Tests” as the evaluation tools. In order to know the effects of teaching experiment, data from pre-test and post-test were treated by independent samples t-test and analysis of variance (ANOVA). After teaching, the students were asked to fill the “Learning Satisfaction Scales” and to be interviewed to have qualitative data. The results of the research showed that:1.PBL had remarkable positive effects on the students’ critical thinking abilities, dispositions and learning effectiveness.2.The progress of critical thinking abilities between different academic achievement groups was significant. (The high academic achievement group was better than the middle academic achievement group.)3.PBL had no distinct effects on critical thinking dispositions between different academic achievement groups.4.PBL had no distinct effects on the learning effectiveness between different academic achievement groups.5.Students expressed high satisfaction with PBL. According to the study results, the researcher proposed the following suggestions for the future PBL studies and the related teaching: I. The suggestions for nutrition education: 1) Use lunch time to provide the opportunities to learn. 2) Reinforce the co-operations among teachers, parents and students. II. The suggestions about how to use PBL to facilitate critical thinking teaching: 1) Increase the time for PBL. 2) Adopt the team teachings. 3) Emphasize the feedback. III. The suggestions for future studies on PBL: 1) Setup control groups. 2) Investigate the long-term retention effects of PBL. 3) Study if there are differences of critical thinking between the students with PBL experiences prior to the research and the students without the experiences.
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建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1210
資源來源: NUTN IR

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專題導向學習對國小學生批判思考的影響以健康飲食生活課程為例

陳承謙; Chen, Cheng-cian 黃意雯; I-wen Huang; 數位學習科技學系碩士班 2012

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